A Study of Disciplinary, Structural, and Behavioral Effects on Course Outcomes in Online MBA Courses

Abstract

This article reports the results of a 2-year study examining the effects of subject matter, course structure, and participant behaviors on students' perceived learning and satisfaction with delivery medium in Web-based courses of an MBA program in the midwestern United States. Using finance as the referent discipline, we found statistically significant differences in the mean course outcomes (students' perceived learning and satisfaction with delivery medium) associated with 13 business disciplines. Although most of these disciplinary differences ceased to be significant predictors of student perceived learning as structural and behavioral characteristics were incorporated into the model, these differences remained significant predictors of perceived delivery medium satisfaction. We also found that some structural and behavioral characteristics were significant predictors of course outcomes, but in opposite directions. For instance, media variety was a positive predictor of delivery medium satisfaction but a negative predictor of perceived learning, while learner-learner interaction positively predicted perceived learning but negatively predicted delivery medium satisfaction. These findings suggest that instructors of online graduate courses must manage trade-offs in balancing students' learning with their perceptions of the internet as a course delivery medium.

Student-to-Student Interaction in Distance Education Classes: What Do Graduate Students Want?

“…Adult distance education students have different wants and needs. This conclusion agrees with the research of Grandzol and Grandzol (2010), Kuo et al (2013), Arbaugh and Rau (2007), Wang and Newlin (2000), and Liu (2008).…”

“…Those educators who cling to the nearly two decades old thoughts of Chickering and Ehrmann (1996) about the need for student-to-student interaction might want to rethink and re-examine their beliefs. The research of Flowers (2001), Kelsey and D'souza (2004), Grandzol and Grandzol (2010), Kuo et al (2013), Arbaugh and Rau (2007) and Liu (2008) would support the findings of this research.…”

“…Kuo, Walker, Belland, and Schroder (2013) found student-teacher interaction and student-content interaction were good predictors of student satisfaction with online courses; however, student-student interaction did not contribute to student satisfaction. Arbaugh and Rau (2007) found learner-learner interaction was negatively correlated with course satisfaction among MBA students. Liu's (2008) qualitative study of distance education students found students liked the convenience of taking distance education courses but did not want to put more time and effort into interacting with other students.…”

Does the Community of Inquiry Framework Predict Outcomes in Online Mba Courses?

“…Design and organization provide the context for which discourse and direct instruction have meaning. Given the results of recent online management education research suggesting a strong relationship between course design and structural characteristics and delivery medium satisfaction (Arbaugh & Rau, 2007;Eom et al, 2006); it is quite reasonable to present the following hypotheses:…”

An exploratory study on executive management education through technology mediated distance learning in India

“…Students' satisfaction with the course and perceived learning outcomes have been included as a dependent variable in various studies related to distance education, technology mediated learning and web-based courses (e.g. Marks et al, 2005;Eom et al, 2006;Alavi et al, 1997;Arbaugh and Rau, 2007). User satisfaction has also been found to be a significant predictor of learning outcomes (Eom et al, 2006).…”